Suchergebnisse

В современных условиях усиливается противоречие между возрастающими требованиями к военно-профессиональной подготовке курсантов, характеру проектирования и осуществления процесса обучения в высших военно-учебных заведениях и ограниченными технологическими возможностями учебного процесса вуза по их реализации. Проведенное исследование показывает, что существующий опыт технологического обеспечения процесса обучения в военных вузах по ряду объективных и субъективных причин становится недостаточным. Предполагается, что разрешение выявленного противоречия возможно на основе оптимизации технологических подходов к обучению курсантов, в рамках которой достигается целенаправленное, поэтапное наращивание ресурсов саморазвития обучающихся. В исследовании выявлены основные тенденции и периоды развития понимания сущности педагогической технологии; сформулированы научные положения, которые раскрывают понятие «педагогическая технология», «технологический подход к обучению», «оптимизация технологических подходов к обучению». Обоснована сущность процесса оптимизации технологических подходов к обучению курсантов военных вузов, раскрыты содержание и структура, обобщены критерии указанного процесса. Разработана функциональная модель, выявлены и апробированы основные педагогические пути и условия оптимизации технологических подходов к обучению курсантов военных вузов. Представленные результаты позволяют теоретически обосновать повышение эффективности процесса обучения курсантов высших военно-учебных заведений на основе проектирования оптимальной последовательности, сочетания и взаимосодействия технологических подходов. ; In modern conditions the contradiction between increasing requirements to military vocational cadets training, nature of design and implementation of training process in military higher school and limited technological capabilities of training process of higher education institution on their realization amplifies. The conducted research shows that existing experience of technological support of training process in military higher school on a number of the objective and subjective reasons becomes insufficient. It is supposed that permission of the revealed contradiction is possible on the basis of optimization of technological approaches to cadets training within which purposeful, stage-by-stage building of resources of self-development of the being trained is reached. In research the main tendencies and the periods of development of understanding of pedagogical technology essence are revealed; scientific provisions which open the concept «pedagogical technology», «technological approach to training», «optimization of technological approaches to training» are formulated. The essence of process of optimization of technological approaches to cadets training of military higher school is proved, the contents and structure are opened, criteria of the specified process are generalized. The functional model is developed, the main pedagogical ways and conditions of optimization of technological approaches to cadets training of military higher school are revealed and approved. The received results allow to prove theoretically increase of efficiency of process of cadets training of military higher school on the basis of design of optimum sequence, a combination and mutually assistance of technological approaches.

Представлены сущностные признаки и критерии эффективности проблемно-деятельностного подхода в процессе развития рефлексивной педагогической компетентности офицеров. Обосновано, что актуальным, интегрированным результатом системы подготовки военных педагогов становится рефлексивный уровень педагогической компетентности. Выявлены теоретико-методологические основания проблемно-деятельностного обучения. Раскрыты критерии, отражающие организационно-мыслительную, организационно-коммуникативную и организационно-деятельностную стороны процесса подготовки офицеров к педагогической деятельности с позиций проблемно-деятельностного подхода к обучению. ; Providing an appropriate level of military education in modern conditions demands advancing development of theoretical-methodological and technological bases of preparation, professional development and training of military teachers. The reflexive level of pedagogical competence corresponding to the imperatives of continuous complication of pedagogical activity carried out by them becomes the actual result of the system of military teacher training. The analysis of researches in this area shows that the development of reflexive pedagogical competence of officers in the course of their training to pedagogical activity is carried out most effectively within the problem-activity approach to training. Within the problem-activity training the task of achievement of the greatest adequacy of the phenomenal process of training of the problem-activity essence of life of the subject of activity is set. The status of problem-activity training as spontaneous pedagogical theory and practice causes need of teachers to enter the interdisciplinary and methodological levels of search-research activity in the field of the theory and practice of problem-activity training. It finds manifestation in extreme mobility of substantial components of the system of criteria and indicators of its efficiency. Therefore, if the theoretical-methodological bases of problem-activity training are revealed, it is possible to speak about the level of objectivity of the criteria reflecting the validity of ways of achievement of the set pedagogical purpose, and achievement of compliance of the reached results of training with goals. The process of generalization of technological ideas of problem-activity training reveals in a system set of organizational-activity, organizational-communicative and organizational-cogitative games. Therefore, during the research, the criteria reflecting the organizational-cogitative, organizational-communicative and organizational-activity sides of officer training to pedagogical activity from the positions of the problem-activity approach were proved and approved. It should be noted also that the carried-out comparative analysis of the problem-activity approach in training of officers to pedagogical activity with other conceptual approaches in the field shows that the fundamental difference from them is that within the problem-activity training self-development of pedagogical activity of the trained is modeled. Therefore, signs of self-sufficiency of future teachers in the "steadily unbalanced" pedagogical environment of a higher education institution expressed, as a rule, in the intrinsic form of the studied phenomena become the main criteria signs of efficiency of this approach in earlier and this researches. These intrinsic signs are derivatives of the process of continuous self-development of training of officers to pedagogical activity.

Представлены сущностные признаки и критерии эффективности проблемно-деятельностного подхода в процессе развития рефлексивной педагогической компетентности офицеров. Обосновано, что актуальным, интегрированным результатом системы подготовки военных педагогов становится рефлексивный уровень педагогической компетентности. Выявлены теоретико-методологические основания проблемно-деятельностного обучения. Раскрыты критерии, отражающие организационно-мыслительную, организационно-коммуникативную и организационно-деятельностную стороны процесса подготовки офицеров к педагогической деятельности с позиций проблемно-деятельностного подхода к обучению. ; Providing an appropriate level of military education in modern conditions demands advancing development of theoretical-methodological and technological bases of preparation, professional development and training of military teachers. The reflexive level of pedagogical competence corresponding to the imperatives of continuous complication of pedagogical activity carried out by them becomes the actual result of the system of military teacher training. The analysis of researches in this area shows that the development of reflexive pedagogical competence of officers in the course of their training to pedagogical activity is carried out most effectively within the problem-activity approach to training. Within the problem-activity training the task of achievement of the greatest adequacy of the phenomenal process of training of the problem-activity essence of life of the subject of activity is set. The status of problem-activity training as spontaneous pedagogical theory and practice causes need of teachers to enter the interdisciplinary and methodological levels of search-research activity in the field of the theory and practice of problem-activity training. It finds manifestation in extreme mobility of substantial components of the system of criteria and indicators of its efficiency. Therefore, if the theoretical-methodological bases of problem-activity training are revealed, it is possible to speak about the level of objectivity of the criteria reflecting the validity of ways of achievement of the set pedagogical purpose, and achievement of compliance of the reached results of training with goals. The process of generalization of technological ideas of problem-activity training reveals in a system set of organizational-activity, organizational-communicative and organizational-cogitative games. Therefore, during the research, the criteria reflecting the organizational-cogitative, organizational-communicative and organizational-activity sides of officer training to pedagogical activity from the positions of the problem-activity approach were proved and approved. It should be noted also that the carried-out comparative analysis of the problem-activity approach in training of officers to pedagogical activity with other conceptual approaches in the field shows that the fundamental difference from them is that within the problem-activity training self-development of pedagogical activity of the trained is modeled. Therefore, signs of self-sufficiency of future teachers in the "steadily unbalanced" pedagogical environment of a higher education institution expressed, as a rule, in the intrinsic form of the studied phenomena become the main criteria signs of efficiency of this approach in earlier and this researches. These intrinsic signs are derivatives of the process of continuous self-development of training of officers to pedagogical activity.